| dc.description.abstract | Maternal and newborn healthcare is fundamental to achieving positive health outcomes in a country. The implementation of the curriculum on emergency obstetrics and neonatal care (EmONC) plays a crucial role in preparing skilled birth attendants. Highly skilled midwives have a crucial role on a global scale when it comes to efforts aimed at lowering maternal and perinatal mortality rates. However, studies suggest that incompetency among nurses in EmONC seems to be a common issue affecting countries due to poor curriculum implementation in EmONC in the preservice phase. Curriculum implementation is a complex process influenced by various factors. This study aimed to assess factors influencing curriculum implementation on emergency obstetrics and neonatal care for faith-based diploma nursing students in Meru and Tharaka Nithi County. The study looked into the nurse trainer factors, academic training institution factors, student factors, and training hospital factors. A mixed method study design was adopted for the study. A total of 216 (84.7%) responses (second year and third year diploma in nursing programs' students) were received out of a target population of 255 (100%) respondents while a total of 10 (90.9%) responses (nurse educators) were received out of a target population of 11(100%) respondents. Necessary ethical clearance was sought from the appropriate authorities prior to data collection. Data was collected through online-administered questionnaire to nursing students and nurse educators. In addition, key informant interviews were used to collect qualitative data from nurse educators. Data was cleaned coded, and entered into the scientific package for social sciences (SPSS) software vs. 27. Descriptive and inferential statistics were used to interpret findings. Quantitative data was visually presented using tables charts and graphs, while qualitative data was thematically analyzed and presented in a narrative format. Statistical significance was determined at a threshold of p≤0.05. Bivariate correlation, showed a strong positive correlation coefficient of 0.839 and 0.890 for nurse educators and students respectively and are all statistically significant (p<0.05). Further, for nursing institution the inferential statistics results, showed a strong positive correlation coefficient of 0.898 and 0.640 for nurse educators and students respectively and are all statistically significant (p<0.05). Thirdly for student factors inferential statistics results, showed a strong positive correlation coefficient of 0.859 and 0.853 for nurse educators and students respectively and are all statistically significant (p<0.05). Finally for training hospital inferential statistics results, it shows a strong positive correlation coefficient of 0.745 and 0.913 for nurse educators and students respectively and are all statistically significant (p<0.05). This study established that nurse educators face a myriad of challenges such as high students’ numbers, low nurse educator numbers, lack of clinical practice for the nurse educators and opportunities for continuous professional development which interfere with proper curriculum implementation. This calls for urgent need for support in student mentorship and supervision in the training hospitals in order to achieve competency in EmONC among nursing students. | en_US |
